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Teachers’ Competence and Implementation of Basic Science Curriculum Among Science Teachers in Secondary Schools (PDF)

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Teachers’ Competence and Implementation of Basic Science Curriculum Among Science Teachers in Secondary Schools

ABSTRACT

This study was designed to investigate the teachers’ competence and implementation of Basic Science Curriculum among Science Teachers in Secondary Schools in Ikot Abasi zone, Akwa Ibom State.

The study adopted a ex-post facto research design. The population of the study was 775 teachers in Ikot Abasi zone of Akwa Ibom State.

A sample size of 200 teachers was used for the study. The instrument used for the study was Teachers’ competences Questionnaires (TCQ) and method of implementation of Basic Science Curriculum Questionnaires (MIBSCQ) which was validated by validates.

Split half reliability test was used to determine the reliability co-efficient of the instrument. The reliability of the instrument was determined to be 0.85 using Pearson Product Moment Correlation Coefficient. Four research questions and four null hypotheses tested at .05 level of significance guided the study.

The researcher used mean and standard deviation to answer research questions while Pearsons Product Moment Correlation analysis was used to test the hypotheses.

Based on the findings of the study, there is an established significant relationship between teachers’ competence and implementation of Basic Science Curriculum among Science Teachers in Ikot Abasi zone; Akwa Ibom State.

This is because it was revealed that teachers’ experience, teachers’ communication skills, teachers’ use of instructional materials implementation of Basic Science Curriculum among science teachers in Ikot Abasi zone of Akwa Ibom State is significantly related.


TABLE OF CONTENTS

Title Page    –        –        –        –        –        –        –        –        –        –        i

Declaration –        –        –        –        –        –        –        –        –        –        ii

Certification                   –        –        –        –        –        –        –        –        –        iii

Dedication            –        –        –        –        –        –        –        –        –        iv

Acknowledgement         –        –        –        –        –        –        –        –        –        v

Table of Contents –        –        –        –        –        –        –        –        –        vi

List of Tables       –        –        –        –        –        –        –        –        –        ix

Abstract      –        –        –        –        –        –        –        –        –        –        x

CHAPTER ONE:         INTRODUCTION

1.1     Background of the Study        –        –        –        –        –        –        –        1

1.2     Statement of the Problem                  –        –        –        –        –        –        6

1.3     Purpose of the Study     –        –        –        –        –        –        –        7

1.4     Significance of the Study         –        –        –        –        –        –        –        7

1.5     Research Questions       –        –        –        –        –        –        –        8

1.6     Null Hypotheses  –        –        –        –        –        –        –        –        9

1.7     Basic Assumption of the Study        –        –        –        –        –        –        9

1.8     Delimitation of the Study        –        –        –        –        –        –        –        10

1.9     Limitations of the Study          –        –        –        –        –        –        –        10

1.10   Definition of Terms       –        –        –        –        –        –        –        10

CHAPTER TWO: REVIEW OF RELATED LITERATURE

2.1     Theoretical Framework  –        –        –        –        –        –        –        13

2.1.1  Constructivist Theory by the Jean Piaget (1970) –        –        –        13

2.1.2  Theory of Multiple Intelligence by Howard Gardner (1983)   –        15

2.1.3  Theory of Diffusion of Innovation by Roger (2003)-     –        –        16

2.1.4  Element of Diffusion of Innovation by Roger (2003)    –        –        18

2.2     Conceptual Framework –        –        –        –        –        –        –        20

2.2.1  Teachers Experience and Implementation of Basic        Science Curriculum-22

2.2.2  Teachers’ Use of Instructional Materials and Implementation of Basic     Science Curriculum –        –        –        –        –        –        –        23

2.2.3  Teachers’ Communication Skills and         Implementation of Basic Science           Curriculum –        –        –        –        –        –        –        –        –        25

2.2.4  Teachers’ Classroom Management and Implementation of Basic Science Curriculum –          –        –        –        –        –        –        –        –        27

2.3     Empirical Review of the Study         –        –        –        –        –        –        29

2.4     Summary of Review of Literature     –        –        –        –        –        30

CHAPTER THREE: RESEARCH METHOD

3.1     Area of the Study –        –        –        –        –        –        –        –        31

3.2     Design of the Study       –        –        –        –        –        –        –        32

3.3     Population of the Study –        –        –        –        –        –        –        33

3.4     Sample and Sampling Techniques    –        –        –        –        –        33

3.5     Instrumentation    –        –        –        –        –        –        –        –        33

3.6     Validation of the Instrument   –        –        –        –        –        –        34

3.7     Reliability of the Instrument    –        –        –        –        –        –        34

3.8     Administration of the Instrument     –        –        –        –        –        34

3.9     Statistical Treatment of the Data      –        –        –        –        –        35

CHAPTER FOUR: DATA ANALYSIS, RESULTS AND DISCUSSION OF FINDING

4.1     Data Analysis and Results      –        –        –        –        –        –        36

4.1.1  Analysis of Research Questions                 –        –        –        –        –        36

4.2     Hypothesis Testing        –        –        –        –        –        –        –        39

4.3     Findings of the Study    –        –        –        –        –        –        –        43

4.4     Discussion of the Findings      –        –        –        –        –        –        44

CHAPTER FIVE:  SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1     Summary of the Study   –        –        –        –        –        –        –        48

5.2     Conclusion –        –        –        –        –        –        –        –        –        50

5.3     Recommendations         –        –        –        –        –        –        –        –        50

5.4     Suggestion for the Studies       –        –        –        –        –        –        51

APPENDIX         –        –        –        –        –        –        –        –        52

REFERENCES   –        –        –        –        –        –        –        –        54


INTRODUCTION

Teachers’ competence refers to the right way of conveying units of knowledge, application and skills to students.

The right way here includes knowledge of content, processes, methods and means of conveying content. Any definition of teacher competence depends on teaching in a particular setting, the culture and values held in the community. It also depends on the innumerable teacher and student characteristics and the classroom context (Brown, 2001).

Competencies are the requirement of a competency based – teacher education, which includes knowledge, skills and values the trainee teacher, must demonstrate for successful completion of the teacher education programme.

A few characteristics of a competency, consists of one or more skills whose mastery would influence its attainment; a competency has its linkage with all the three domains under which performance can be assessed, covering the domains of knowledge, skill and attitude; competencies are observable demonstrable and also measurable.

There maybe some competencies involving more of knowledge than skill and attitude, whereas some competencies may be skill, performance loaded. There are large numbers of instructional and related activities to be performed by the teacher inside and outside the classroom.

These activities are varied types, the effective organization of these activities would require that a teacher possesses a certain amount of knowledge and also certain attitudes and skills.

Adeniyi (2006) explained that in Nigeria, the concept of teacher competence is highly a situational one and involves value judgements when one absolute set of competencies is effective in relation to all kinds of learner groups. There are many different sets that are relevant. (a) to create the condition under which learning can take place, i.e. the social side of teaching and (ii) to impart by a variety of means, “knowledge” to their learners – the task oriented side of teaching.

According to Brown (2001) the common teaching competences are subject matter knowledge, instructional practices, evaluation, problem solving, equity and professionalism.


REFERENCES

Adeniyi, E.O (2007). 9-year Basic Education Curriculum Basic Science and Technology for Science and Technology for Primary 4-6 Abuja: NERDC

Adeniyi, E.O (2006). Curriculum Development and the Concept of “Integration in Science, some Implications for General Education International Science Education 7(4), 523-533.

Akyel, B. (2000). Influence of Teachers’ Experience on Students Academic Performance in Secondary School. Journal of Teacher Education 5(2) 16-28.

Adeyemi, B. (2008). Teachers’ Competence and Achievement of Science Students Learning outcomes in Senior Secondary School in Ondo State. JSTA, 3.2024-121.

Bovina. K. (2002). Teachers moral the impact of Teaching Experience retrieved from Data Base ED (467760)2002

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CSN Team

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